Teaching grammar frequently relates to different approaches and method in each school as they have different program and students’ ability in perceiving the knowledge. Consequently, there are some significant differences in teaching grammar both in approaches and method. This study is conducted in order to analyze the teachers’ approach and possible method used by teacher in international and regular classes at SMA Muhammadiyah 2 Surabaya. The subject of this study is three teachers who teach at both programs by having at least 2 years experienced working as a teacher. This study used qualitative descriptive method that collected data by having an interview with three teachers. The findings show that teachers at both classes applied the same approach which are literacy and inductive approach. Teachers also apply the same method which are direct method, audio-lingual method, communicative, and grammar in context. The rationale by applying the same approach and method is on the curriculum and lesson plan which require the teacher to apply the similar approach even though both two classes have significant difference ability in English. The teaching process distinguishes on giving the number of examples, the students’ ability in demonstrating the rules and creating new sentences, students’ participation, the given text, teachers’ guidance in writing process, and the teachers’ instruction in revising the written task. The finding imply that the same approach and method can still be applied in two different programs even though they have different ability
